ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING · MSN PROGRAM OUTCOMES Upon program...

ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING

NUR 6318 PHARMACOTHERAPEUTICS

SPRING, 2019 BEVERLY GREENWALD, PhD, MSN, FNP-BC, FNP-C, CGRN, RN

ANGELO STATE UNIVERSITY Department of Nursing

COURSE NUMBER NUR 6318 COURSE TITLE PHARMACOTHERAPEUTICS CREDITS Three Semester Credit Hours (3-0-0) Online Class: Meets completely online using Blackboard PREREQUISITE COURSES None but must be of Graduate Status CO-REQUISITES None PRE-REQUISITE SKILLS Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are expectations of the Nursing Program. Computer access requirements are further delineated in the Graduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Graduate Student Handbook should be reviewed before taking this course. The ASU Graduate Nursing Handbook found on the Nursing home page should be reviewed before taking this course. http://www.angelo.edu/dept/nursing/student_resources/grad_info.php COURSE DELIVERY This is an online course offering. The course will be delivered via the Blackboard Learning Management System. The course site can be accessed at http:///blackboard.angelo.edu For online classes, the level of academic rigor is parallel to that of a face-to-face section of the same course and is aligned with departmental standards. Students are advised to approach this course with the same commitment they would make to a face-to-face course. BROWSER COMPATIBILITY CHECK It is the student’s responsibility to ensure that the browser used to access course material on his/her computer is compatible with ASU’s Blackboard Learning System. The faculty reserve the right to deny additional access to course assignments lost due to compatibility issues. Students are responsible for reviewing the guidelines posted in this course regarding accessing Blackboard assignments. Problems in this area need to be discussed with faculty at the time of occurrence, either via a phone call (preferred) during posted acceptable hours for calling, or via email notification during times outside those posted for calls. Be sure to perform a browser test. Select the “Support” tab from the Blackboard homepage (http://www.blackboard.angelo.edu) Select “Test your Browser” option. Please see technical requirements for MSN classes at this link: http://www.angelo.edu/dept/nursing/student_resources/computer_requirements.php TECHNICAL SUPPORT Helpdesk: 325-942-2911 or [email protected]

FACULTY Beverly Greenwald, PhD, MSN, FNP-BC, FNP-C, CGRN, RN Office: Online Faculty Phone: (701) 261-4795 Fax: (325) 942-2236 [email protected] Preferred method of communication: General questions may be asked on the Discussion Board ‘I have a question’ Forum where other students can have the same questions answered. More urgent questions may be asked by either phone or email. I do get my email on my phone and if I miss a phone call, I return all calls as soon as possible. Please use the contact method that meets the urgency of your need. OFFICE HOURS Please arrange office hours by phone or email. I am available most times during the week or weekends. COURSE DESCRIPTION This course focuses on the study of advanced pharmacologic principles of drug categories used by advanced practice nurses. MSN PROGRAM OUTCOMES Upon program completion, the graduate will be prepared to: 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 2. Apply organizational and systems leadership skills. 3. Design and implement quality improvement initiatives 4. Integrate best research evidence to improve health outcomes. 5. Utilize informatics, healthcare technology and information systems. 6. Advocate through system level policy development. 7. Employ effective communication in inter-professional teams 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease

prevention strategies. 9. Practice at the level of a Master’s prepared nurse. STUDENT LEARNING OUTCOMES

Student Learning

Outcome By completing all

course requirements, students will be able

to:

Assessment(s) or

activity(ies) validating outcome

achievement:

Mapping to

MSN Program Outcomes

Mapping to

AACN Essentials

Mapping to

NONPF Competencies

1. Analyze the pharmacokinetics and pharmacodynamics

Reading Assignments Video Board

-1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations.

-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice.

of broad categories of pharmacologic agents.

Evidence-Based Clinical Practice Guidelines

-9- Practice at the level of a Master’s prepared nurse.

-V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.

2. Integrate knowledge of chemistry, physiology, and pathophysiology to the pharmacotherapeutics of drugs as they impact specific disease processes.

Reading Assignments Video Board Evidence-Based Clinical Practice Guidelines

-1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -9- Practice at the level of a Master’s prepared nurse.

-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Scientific Foundations.2- Integrates knowledge from the humanities and sciences within the context of nursing science.

3. Assemble a comprehensive knowledge base of drug therapy into the holistic management of acute and chronic health problems of patients across the lifespan.


-1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -8- Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies. -9- Practice at the level of a Master’s prepared nurse.

-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. -V.5- Use information and communication technologies, resources, and principles of

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Practice Inquiry.2- Generates knowledge from clinical practice to improve practice and patient outcomes.

learning to teach patients and others. -VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.6- Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.

4. Evaluate the impact of biologic, psychosocial, and economic factors on patient compliance to a pharmacological therapeutic regimen.

Reading Assignments Video Board Evidence-Based

Clinical Practice Guidelines


-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. - V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence based,


culturally relevant clinical prevention interventions and strategies. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.6- Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. -IX.9- Apply advanced knowledge of the effects of global environmental, individual and population characteristics to the design, implementation, and evaluation of care.

5. Analyze the potential drug interactions of single and multiple drug regimens on patients’ health and disease processes to help improve practice processes and patient outcomes.




-I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Scientific Foundations.3- Translates research and other forms of knowledge to improve practice processes and outcomes. -Practice Inquiry.2-Generates knowledge from clinical practice to improve practice and patient outcomes. -Health Delivery System.3- Minimizes risk to patients and providers at the individual and systems level.

6. Design patient-centered education for prescribed pharmacologic


-4- Integrate best research evidence to improve health outcomes.

-V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others.


agents including: the drug's action, potential side effects or adverse reactions including (drug-drug and drug-food), and when the patient/family should seek medical attention.



-VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence based, culturally relevant clinical prevention interventions and strategies. -VIII.3- Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.

-Leadership.6- Communicates practice knowledge effectively, both orally and in writing. -Quality.4- Applies skills in peer review to promote a culture of excellence. -Technology and Information Literacy. Translates technical and scientific health information appropriate for various users’ needs. 2.a Assesses the patient’s and caregiver’s educational needs to provide effective, personalized health care.

7. Integrate safe, evidenced-base and therapeutic prescriptive practices by the advanced practice nurse into case studies and coursework.



Prescriptive authority activity (if applicable)

-2- Apply organizational and systems leadership skills. -4- Integrate best research evidence to improve health outcomes. -9- Practice at the level of a Master’s prepared nurse.

-IV.5- Apply practice guidelines to improve practice and the care environment. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Leadership.6- Communicates practice knowledge effectively, both orally and in writing. -Quality.1- Uses best available evidence to continuously improve quality of clinical practice. -Quality.4- Applies skills in peer review to promote a culture of excellence. -Practice Inquiry.6- Analyzes clinical guidelines for individualized application into practice.

REQUIRED TEXTS AND MATERIALS

American Psychological Association. (2009). Publication manual of the American Psychological Association

(6th ed.). Washington DC: American Psychological Association. (2nd printing or higher) ISBN: 978-1-4338-0562-2 Students will want to purchase this text as it is used in every course in our program.

There will be an APA Quiz and this manual (in print version) will need to be marked in advance of taking this quiz.

Woo, T.M. & Robinson, M.V. (2016). Pharmacotherapeutics for Advanced Practice Nurse Prescribers (4th ed.). Philadelphia, PA: F.A. Davis Company. RESOURCES FOR YOUR CONSIDERATION

Lexicomp. (2018). Drug information handbook for advanced practice nursing (26th ed.). Hudson, OH: Lexicomp. (Or an advanced drug resource for advanced practice nurses)

Sanford Guide to Antimicrobial Therapy. Treatment recommendations for all types of infections, updated monthly with the latest information. Includes bacteria and drug information, spectra of activity, dosing tables, calculators, and more. Updated monthly. https://www.sanfordguide.com/products/digital-subscriptions/

Tarrascon Pocket Pharmacopoeia (Apps available for iphones/androids and a pocket edition) Epocrates online or phone app Medscape online or phone app UpToDate app OTHER REQUIRED MATERIALS To participate in one of ASU’s distance education programs, you need this technology: • A computer capable of running Windows 7 or later, or Mac OSX 10.8 or later • The latest version of one of these web browsers: internet Explorer, Firefox, or Safari • Microsoft Office Suite or a compatible Open Office Suite • Adobe Acrobat Reader • High Speed Internet Access • Ethernet adapter cable required (wireless connections can drop during tests and Collaborate sessions) • Webcam (Logitech highly recommended) • Video recording capability (MAC or Windows Movie Maker, or camcorder) • Audio recording device such as computer MP3 capability • Logitech USB microphone headset • Document scanner • Ability to pdf documents. No faxed items, JPEG, or other formats will be accepted for scanned documents. PDF/Word is the acceptable format. Scanner is required. Refer to Angelo State University’s Distance Education website for further technology requirements: http://www.angelo.edu/distance_education/ TOPIC OUTLINE *Foundations for professional practice *Medications by Body System (assigned Evidence-Based Clinical Practice Guideline):

-autonomic nervous system -central nervous system (Parkinsons = 1 PDF, Alzheimers = 3 PDFs) -immune (Vaccination Schedules: children and adult = 2 PDFs)

-respiratory (Community Acquired Pneumonia = 1 PDF, Chronic Obstructive Pulmonary Disease = 2 PDFs, Asthma = 2 PDFs)

-integumentary -cardiovascular (Hypertension = 1 PDF + new definition of “hypertension,” Heart Failure = 2

PDFs) -renal -hematology

-endocrine (Hypothyroidism = 1 PDF, Diabetes = 1 PDF, Obesity = 1 PDF) -reproductive (Polycystic Ovarian Syndrome = 2 PDFs, Prostatitis = 1 PDF) -gastrointestinal (Gastroesophageal Reflux Disease = 1 PDF) -eye -ear (Acute Otitis Media = 2 PDFs) *Antimicrobials (Strep pharyngitis = 1 PDF) *Analgesics (Opioids = 2 PDFs)

*Special populations TIME ZONE ASU and this faculty are on Central Standard Time (CST). All due dates and times in this syllabus are CST. GRADING SYSTEM Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. All course requirements must be completed to pass this course. The following grading scale is in use for this course: A = 90.00-100 percent = 736 - 818 / 818 points B = 80.00-89.99 percent = 654 – 735 / 818 points C = 70.00-79.99 percent = 572 – 653 / 818 points F = <70 percent (Grades are not rounded up) EVALUATION AND GRADES Graded activities and the weighted percentage of the overall course grade. Note: All required activities must be completed to pass this course.

Graded Activity Due Dates Date I need to start this assignment

Student Score / Points Possible

Weighted Percentage of Final Grade

Please note: All weeks start at 1 am Sundays and close at 11 pm on Friday. All quizzes are due at 11 pm on Friday. All assignments are due by 11 pm on Fridays. The Video DB Week starts at 1 am on Sundays and end at 11 pm on Friday.

APA Quiz January 18, 11 pm /45

Video Boards

See the Video Board assignments at the end of this syllabus for your due dates.

Record your TWO DATES. One date (right column) is

the date your video is due for faculty review.

The second date (left column) is the date your video is due to post on the Video DB.

/4

Quizzes #1 #2 #3 #4 #5 #6 #7

#1 February 1, 11 pm #2 February 15, 11 pm #3 March 1, 11 pm #4 March 22, 11 pm #5 April 12, 11 pm #6 May 3, 11 pm #7 May 8, 12 noon

700 points Total /100 /100 /100 /100 /100 /100 /100

Evidence-Based Clinical Practice Guidelines (#17, 4 points each, 68 points Total) #1: Parkinsons = 1 PDF, #2: Alzheimers = 3 PDFs #3: Strep pharyngitis = 1 PDF #4, 7: Vaccination Schedules:

children and adult = 2 PDFs #5: Community Acquired

Pneumonia = 1 PDF #6: Chronic Obstructive

Pulmonary Disease = 2 PDFs #7: Asthma = 2 PDFs #8: Acute Otitis Media = 2 PDFs #9: Hypertension = 1 PDF + new

definition of “hypertension” #10: Heart Failure = 2 PDFs #11: Hypothyroidism = 1 PDF #12: Diabetes = 1 PDF #13: Obesity = 1 PDF #14: Polycystic Ovarian

Syndrome = 2 PDFs #15: Prostatitis = 1 PDF #16: Gastroesophageal Reflux

Disease = 1 PDF #17: Opioids = 2 PDFs

#1: February 8, 11 pm #2: February 8, 11 pm #3: February 15, 11 pm #4: February 22, 11 pm #5: March 1, 11 pm #6: March 1, 11 pm #7: March 1, 11 pm #8: March 1, 11 pm #9: March 29, 11 pm #10: March 29, 11 pm #11: April 12, 11 pm #12: April 12, 11 pm #13: April 12, 11 pm #14: April 19, 11 pm #15: April 19, 11 pm #16: April 26, 11 pm #17: May 3, 11 pm

68 points Total Pharmacotherapeutics portions only! #1: Parkinsons = /4 #2: Alzheimers = /4 #3: Strep pharyngitis = /4 #4, 7: Vaccination Schedules:

children and adult = /4 #5: Community Acquired

Pneumonia = /4 #6: Chronic Obstructive

Pulmonary Disease = /4 #7: Asthma = /4 #8: Acute Otitis Media = /4 #9: Hypertension = /4 #10: Heart Failure = /4 #11: Hypothyroidism = /4 #12: Diabetes = /4 #13: Obesity = /4 #14: Polycystic Ovarian

Syndrome = /4 #15: Prostatitis = /4 #16: Gastroesophageal

Reflux Disease = /4 #17: Opioids = /4

Prescriptive Authority DB for FNP students and those seeking prescriptive authority, only. (Not

Nurse Educator Students as they will not seek Prescriptive Authority.)

Week 3, Jan 27 – Feb 1 /0 Required, if applicable to student’s career goals. This DB is for your own ‘need to know!’ information.

0

Student Self-Evaluation of Student Learning Outcomes

May 3, 11 pm /1

/ 818 Every 1 point = the same 1 point; no point is weighted more than any other point

COLLABORATIVE WORK Each student must turn in his or her own written work which reflects his or her own individual analysis and understanding of the material. Because this is a graduate course, the students will be assumed to have sufficient motivation and maturity to come to their own understanding of the material without a strict working-alone policy. Collaboration is unacceptable for exams TEACHING STRATEGIES

Assigned readings, Internet resources, and written assignments. Individual consultation with instructor

periodically and as needed.

Students are expected to be “active learners.” It is a basic assumption of the instructor that students will

be involved (beyond the materials and lectures presented in the course) discovering, processing, and

applying the course information using peer-review journal articles, researching additional information and

examples on the Internet, and discussing course material and clinical experiences with their peers.

A Discussion Board is provided in Blackboard specifically for students (“Student Lounge”) to share

websites, articles, apps, and clinical experiences relevant to the course topics.

ASSIGNMENT DESCRIPTIONS *Please note: Rubrics and guidelines for all assignments are located at the end of this syllabus and within the Modules on Black Board. Discussion Boards: There is an “Introduction” Discussion Board in Week 1 that is not graded. There are ungraded Question Discussion Boards for each assignment in this course. Please be sure to check

these Question Discussion Boards before submitting your work. Other students may have asked questions that might be of significance to you.

Each student will be assigned one week to post a video on the Video Board (4 points). See the assignment description at the end of this syllabus to determine your assigned week. Students complete a Video Form which includes a link to a pharmacotherapeutic video from a reliable source such as a medical or nurse practitioner program in the UNITED STATES, or a similarly appropriate source. The Video Form is found on Module 2, the first week students will need to use this form. Each student will create a new thread on the Video DB with an appropriate Subject line and paste the completed form into the text box.

Family Nurse Practitioner students and any students who desire prescriptive authority will complete the Texas Board of Nursing Prescriptive Authority DB. This content does not apply to the MSN Nurse Educator students except those who hope to complete the Post Masters Certificate FNP program. Students interested in the PMC FNP program should complete this assignment. The purpose of this activity is to get the student familiar with where to find information on APRN prescriptive authority in the state of Texas and have a basic understanding of the content. The students will answer a series of questions with discussion surrounding the regulation of prescriptive authority for the APRN in Texas. There are no points for this DB but this DB does contain content essential for the APRN seeking prescriptive authority in Texas.

Texas Board of Nursing Prescriptive Authority DB Summary

Student Type DB Assignment

FNP Complete

NE Skip, not applicable to role

NE who desires PMC-FNP Complete, email instructor with an explanation of how this content relates to your future role.

Non-degree student taking for Texas BON requirement Complete, email instructor with an explanation of how this content relates to your future role.

APA Quiz:

There is a quiz on the APA Manual and an APA Guide. This quiz is 45 points and includes true/false, multiple choice, and fill-in-the-blank questions. A score of less than 80% on this quiz will necessitate a Remedial Action Plan submission to resolve difficulties with proper APA format. Quizzes: Quizzes are scheduled throughout the semester to determine student understanding of the course material. Each quiz is timed and must be completed within the time allotted (posted with each quiz). These quizzes are open book. Students may use the textbook and other resources, just as one would do while in the practice setting. (Excessive use of resources would not allow for completion of the quizzes within the allotted time.) The quiz schedule is located on the Course Schedule/Calendar. Evidence-Based Clinical Practice Guidelines: Evidence-Based Clinical Practice Guidelines (PDFs) on seventeen course topics (some topics have more than one PDF) are posted on the course Modules and under the blue Assignments tab. An example is provided in Module 4/Week 4, the first week for which the PDFs are due. All PDFs are already posted and students can work ahead to help manage their time. Students are expected to prepare the pharmacotherapy treatment section of each of these guidelines for use in clinical practice as either an Advanced Practice Nurse Educator or Family Nurse Practitioner. Each student can use a marking system of his or her own preference that will enhance his or her utility of these important guidelines. All members of the interdisciplinary care team need to be familiar with these Evidence-Based Clinical Practice Guidelines. Nurse Educator-s need to educate undergraduate nurses to utilize these guidelines to ensure they make appropriate assessments and seek orders to address observed changes in the patients’ conditions. Student Self-Evaluation of Student Learning Outcomes: The Student Learning Outcomes for this course are listed in a table, above, and they are linked to the MSN Program outcomes, AACN Essentials, and the NONPF Competencies. Upon completion of this course, students will perform a self-evaluation regarding his or her success at meeting these Student Learning Outcomes. GENERAL POLICIES RELATED TO THIS COURSE All students are required to follow the policies and procedures presented in the following documents:

Angelo State 2018-2019 Student Handbook located on the ASU website http://www.angelo.edu/cstudent/documents/pdf/Student_Handbook.pdf,

ASU Graduate Catalog located on the ASU website https://www.angelo.edu/catalogs/ University Graduate Nursing Handbook, located on the Nursing website

http://www.angelo.edu/dept/nursing/student_resources/grad_info.php IMPORTANT UNIVERSITY DATES, SPRING 2019 See Academic Calendar at: http://www.angelo.edu/services/registrars_office/academic_calendar.php IMPORTANT UNIVERSITY DATES, SPRING 2019 First Day of Class: January 14 Martin Luther King Day: January 21 Spring Break: March 11 – March 15 Spring Semester ends: May 10 Final Exams Week: May 6 – May 10 Commencement: May 11

STUDENT RESPONSIBILITY & ATTENDANCE This class is asynchronous, meaning students do not have to be on-line at a certain time. There are readings which students must complete to be able to adequately participate in individual and group assessments. To

http://www.angelo.edu/cstudent/documents/pdf/Student_Handbook.pdf

https://www.angelo.edu/catalogs/

complete this course successfully, students do have to participate in all course activities i.e. discussion boards, course projects, etc. as well as submit and pass all assignments. Students are expected to engage in course activities and submit work by due dates and times. The hope is that students will make substantive contributions which reflect integration of assigned materials and outside readings as appropriate. Scholarly contribution is an expectation. For planning purposes, this class will probably require a minimum of 6-9 study hours per week, on average. The course is set up so that students can work ahead which assists with time-management and timely completion of course objectives. Please note: students from other institutions, taking a one-time ASU course, are bound by ASU policies in this course. STUDENT RESPONSIBILITY & ATTENDANCE Full participation in the course is a professional expectation and required for successful and satisfactory completion of all course objectives. Online classroom attendance is evidenced by timely participation in the discussion assignments and other assigned activities. Failure to contribute in a timely fashion to any weekly discussion is considered an absence, could result in an evaluation of the student's ability to meet course objectives, and may result in failure of the course.

You are expected to check the course site at least 3 days per week to attend discussion forums and to check for announcements. The weeks begin on Monday at 1 am and postings will be accepted until Saturday at 11 pm.

Students should check their email at least daily. ASU email addresses are REQUIRED. No other email addresses will be acceptable.

COMMUNICATION Faculty will respond to email and/or telephone messages within 24 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday. Written communication via Blackboard: It is an expectation of this class that students use formal writing skills giving appropriate credit to the source of ideas. Follow APA (2010) 6th edition (2nd Printing or higher, only) guidelines for referencing. Written communication via email: All private communication will be done exclusively through ASU email addresses. Please check your ASU email daily for announcements and policy changes. The ASU Help Desk (800-942-2911 or 325-942-2911) can help you get your ASU email on your cell phone to assist with this essential communication. Virtual communication: Office hours and/or advising may be done with the assistance of the telephone, Skype, Join.me, Google Hangouts, etc. Use Good "Netiquette": • Check the discussion frequently and respond appropriately and on subject. • Focus on one subject per message and use pertinent subject titles. • Capitalize words only to highlight a point or for titles. Generally, words that are all capitalized are more difficult to read. Excessive capitalizing may be viewed as SHOUTING! (Meaning that capitalizing does highlight a point without being deemed shouting.)

• Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms./Mr. Jones unless invited by faculty to use a less formal approach. • Cite all quotes, references, and sources. Quotes should be used sparingly, if at all. It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. • When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. Be sure to summarize, rather than copy information from

the internet or an article. • It is extremely rude to forward someone else's messages without their permission. • It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous. (The above "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom.) ASSESSMENT SUBMISSION In this class, all assessments need to be submitted through the Assessments link in the Blackboard course site. This requirement is to allow grades to be entered on the Grade Center. Issues with technology arise from time to time. If a technology issue does occur regarding an assessment submission, email your instructor at [email protected] and attach a copy of what you are trying to submit. This approach lets me know you completed the assessment on time and are just having problems with the online submission feature in Blackboard. Once the problem is resolved, submit your assessment through the appropriate link (grades cannot be assigned until student work is submitted in the appropriate spot). This process will document the problem and establish a timeline. Be sure to keep a backup of all work. Be sure to hit ‘save’ prior to submitting your work so the completed assignment gets submitted. LATE WORK OR MISSED ASSESSMENTS POLICY The course is set up on weekly modules. The week begins on Monday at 1 am CST and ends on Saturday at 11 pm CST. Assignment due dates are shown on the schedule. Late submissions are not accepted without prior approval of faculty. Students must complete all work for this course to pass this course, even if the late submission is not accepted for a grade. Faculty reserve the right to deduct points if late assignments are accepted past the original due date. ACADEMIC HONESTY Academic honesty is expected on all work. Students are expected to maintain complete honesty and integrity in their online experiences. Any student found guilty of any form of dishonesty in academic work is subject of disciplinary action and possible expulsion from ASU. The Archer College of Health and Human Services adheres to the academic integrity statement as set forth in the Angelo State University Student Handbook http://www.angelo.edu/student-handbook/community-policies/academic-integrity.php. The University "faculty expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain complete honesty and integrity in the academic experience both in and out of the classroom setting and may initiate disciplinary proceedings against a student accused of any form of academic dishonesty, including but not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials."

PLAGIARISM

Plagiarism at ASU is a serious topic. The Angelo State University’s Honor Code gives specific details on plagiarism and what it encompasses. Plagiarism is the action or practice of taking someone else's work, idea, etc., and passing it off as one's own. Plagiarism is literary theft. In your discussions and/or your papers, it is unacceptable to copy word for word without quotation marks and the source of the quotation. We use the APA Style Manual of the American Psychological Association as a guide for all writing assignments. Quotes should be used sparingly. It is expected that you will summarize or paraphrase ideas giving appropriate credit to the source both in the body of your paper and the reference list. Papers are subject to be evaluated for originality via Bb Safe Assignment or Turnitin. Resources to help you understand this policy better are available at the ASU Writing Center http://www.angelo.edu/dept/writing_center/. STUDENTS WITH DISABILITIES 1. “Angelo State University is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), and subsequent legislation.”

2. The Office of Student Affairs is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student’s responsibility to initiate such a request by contacting the Office of Student Affairs, University Center, Room 112 at (325) 942-2047 or (325) 942-2211(TDD/FAX) or by e-mail at [email protected] to begin the process. The Office of Student Affairs will establish the particular documentation requirements necessary for the various types of disabilities.

Reasonable accommodations will be made for students determined to be disabled or who have documented disabilities.

INCOMPLETE GRADE POLICY (OP 10.11 Grading Procedures) It is policy that incomplete grades be reserved for student illness or personal misfortune. Please contact faculty if you have serious illness or a personal misfortune that would keep you from completing course work. Documentation may be required.

STUDENT ABSENCE FOR OBSERVANCE OF RELIGIOUS HOLY DAYS “A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence.” Please see ASU Operating Policy 10.19.

COPYRIGHT POLICY Students officially enrolled in this course should make only one printed copy of the given articles and/or chapters. You are expressly prohibited from distributing or reproducing any portion of course readings in printed or electronic form without written permission from the copyright holders or publishers. SYLLABUS CHANGES The faculty member reserves the option to make changes as necessary to this syllabus and the course content. If changes become necessary during this course, the faculty will notify students of such changes by email, course announcements and/or via a discussion board announcement. It is the student’s responsibility to look for such communications about the course on a daily basis. WEB-LINKS:

http://www.angelo.edu/dept/writing_center/

tel:(325)%20942-2047

tel:(325)%20942-2211

mailto:[email protected]

http://www.angelo.edu/opmanual/

http://www.angelo.edu/opmanual/#s10

Board of Nursing for the State of Texas http://www.bne.state.tx.us/

National Institute of Nursing Research (NINR) HTTPS://WWW.NIH.GOV/ABOUT-NIH/WHAT-WE-DO/NIH-ALMANAC/NATIONAL-INSTITUTE-NURSING-RESEARCH-NINR

National Magnet Agenda http://www.nursecredentialing.org/Magnet/ResourceCenters/MagnetResearch/NationalMagnetResearchAgenda.html

Campaign for Action (The Future of Nursing) http://campaignforaction.org/

MSN Graduate Student Resources http://www.angelo.edu/dept/nursing/student_resources/grad_info.php

NONPF Competencies http://www.nonpf.org/?page=14

MSN Essentials http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf COURSE EVALUATION Students are provided the opportunity, and are strongly encouraged to participate in a course evaluation at the end of the semester. Areas on the IDEA evaluation include: 1. Learning to apply course material (to improve thinking, problem solving, and decisions) 2. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course NURS 6318 SPRING 2019 COURSE SCHEDULE

WEEK & DATE TOPIC READINGS, ASSIGNMENTS & PARTICIPATION

DUE DATES

Week 1: Jan 14 – Jan 18

Pharm Foundation Principles of Pharmacology How new drugs are developed Receptors Pharmacokinetics Cultural and Ethnical Influence

US Demographics Transcultural nursing care Standards of cultural competency

Health disparities Ethnopharmacology

African Americans American Indian/Alaska Native Groups Asian Americans Native Hawaiian/Pacific Islanders Hispanic Americans Non-Hispanic Whites

Pharmacogenomics Genetics Pharmacogenetics Genetic differences of drug metabolism P-Glycoprotein Clinical implications

WEEKLY MODULE 1 Reading Assignment: CH 2 – Review of Basic Principles of Pharmacology CH 7 – Cultural and Ethnic Influences in Pharmacotherapeutics CH 8 – An Introduction to Pharmacogenomics Discussion Board Post: Self

Introduction APA Quiz

APA Quiz due Jan 18, 11 pm.

Week 2: Jan 20 – Jan 25 Pharm Foundation

Role of the NP as Prescriber Review of the RN in medication management Role and responsibility of the APRN prescriber Advanced knowledge Benefits of an APRN as prescribers Clinical judgement in prescribing Collaboration with other providers Current issues and trends in health care Rational Drug Selection The process of rational drug prescribing Drug factors influencing drug selection Influences in rational prescribing

WEEKLY MODULE 2 Reading Assignment: CH 1 – The Role of the Nurse Practitioner as Prescriber CH 3 – Rational Drug Selection CH 4 – Legal and Professional Issues in Prescribing CH 5 – Adverse Drug Reactions CH 11 – Information Technology and Pharmacotherapeutics CH 12 – Pharmacoeconomics

Quiz 1

http://www.bne.state.tx.us/

http://campaignforaction.org/

http://www.angelo.edu/dept/nursing/student_resources/grad_info.php

http://www.nonpf.org/?page=14

http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf

Legal and Ethical Issues in Prescribing Federal drug law Controlled substance misuse: prescriber education State law Ethical aspects of prescribing Adverse Drug Reactions (ADRS) Mechanistic classification Time related ADRS Dose related ADRS Severity of ADRS Common causes of ADRS Risk factors Detection and assessment ADR reporting Information Technology and Pharm The electronic health record Clinical decision support systems Patient safety Medication reconciliation Patient privacy Patient education Quality improvement Pharmacoeconomics Pharmacoeconomic studies Impact of generic drugs on drug therapy Applying pharmacoeconomics to practice

Quiz 1

Opens Jan 27, 1 am Closes Feb 1, 11 pm

Week 3: Jan 27 – Feb 1

Autonomic Nervous System

Adrenergic agonists Alpha 2 agonists: central Adrenergic antagonists Alpha 1 antagonists Beta-adrenergic antagonists Combined alpha and beta adrenergic antagonists Cholinergic agonists Muscarinic agonists Cholinesterase inhibitors 7 Cholinergic blockers

WEEKLY MODULE 3 Reading Assignment: CH 14 – Drugs Affecting the Autonomic Nervous System Texas Board of Nursing Prescriptive Authority DB (if applicable- for APRN students, not NE students) Video Board #1

Texas Board of Nursing Prescriptive Authority DB

Video Board #1

Week 4: Feb 3 – Feb 8

Central Nervous System Anorexiants Anticonvulsants Antidepressants Antipsychotics Anxiolytics and hypnotics Mood stabilizers Muscle relaxants and antispasmotics Anxiety Depression Headaches

WEEKLY MODULE 4 Reading Assignment: CH 15 – Drugs Affecting the Central Nervous System CH 29 – Anxiety and Depression CH 35 – Headaches Evidence-Based Clinical Practice

Guidelines Due Feb 8 at 11 pm: Parkinsons = 1 PDF, Alzheimers = 3 PDFs

Video Board #2 Quiz 2

Video Board #2

Evidence-Based

Clinical Practice Guidelines due as listed

Quiz 2 Opens Feb 10 1 am Closes Feb 15, 11 pm


Infectious Diseases Antibiotics

Antimicrobial Resistance Antibiotics Antivirals Antifungals Anthelmintics Metronidazole, Nitazoxanide, & Tinidazole UTI's

WEEKLY MODULE 5 Reading Assignment: CH 24 – Drugs Used in Treating Infectious Diseases CH 47 – Urinary Tract Infections Evidence-Based Clinical Practice

Guidelines due Feb 15 at 11 pm: Strep pharyngitis = 1 PDF Video Board #3

Video Board #3

Evidence-Based



Immune & Inflammatory Processes Immunizations Attenuated vaccines Influenza MMR

WEEKLY MODULE 6 Reading Assignment: CH 19 – Drugs Affecting the Immune System

MMRV Polio Rotavirus Varicella Zoster Inactivated vaccines DTP Hepatitis B Hepatitis A HPV Influenza Pneumococcal Meningococcal Inflammatory Processes Antigout and uricosuric agents Corticosteroids NSAIDS Aspirin and nonacetylated salicylates Rheumatoid arthritis Adrenal Insufficiency

pgs 447-465 stop at oral typhoid vaccine; pg 471 start inactivated vaccines-473 stop at haemophilus B conjugate vaccine; pg 474 start Hepatitis B Virus Vaccine – 482 stop at lyme disease vaccine CH 25 – Drugs Used in Treating Inflammatory Processes Evidence-Based Clinical Practice

Guidelines due Feb 22 at 11 pm: Vaccination Schedules: children and adult = 2 PDFs Video Board #4 Quiz 3

Video Board #4 Evidence-Based


Quiz 3 Opens Feb 24 at 1 am Closes Mar 1 at 11 pm

Week 7: Feb 24 – Mar 1

Respiratory Bronchodilators Respiratory inhalants Allergy medications Cough and cold medications Asthma COPD Pneumonia Upper respiratory infections Viral URI Sinusitis

WEEKLY MODULE 7 Reading Assignment: CH 17 – Drugs Affecting the Respiratory System CH 30- Asthma and Chronic Obstructive Pulmonary Disease CH 42 – Pneumonia CH 46 – Upper Respiratory Infections, Otitis Media, and Otitis Externa (read pages 1253-1259 up to Otitis media) Evidence-Based Clinical Practice

Guidelines due Mar 1 at 11 pm: Community Acquired Pneumonia =

1 PDF Chronic Obstructive Pulmonary

Disease = 2 PDFs Asthma = 2 PDFs Acute Otitis Media = 2 PDFs Video Board #5

Evidence-Based Clinical Practice Guidelines due as listed

Video Board #5

Week 8: Mar 3 – Mar 8

Integumentary Topical anti-infectives Agents to treat acne Topical corticosteroids Topical immunomodulators Topical antipsoriasis agents Topical antiseborrheic meds Topical antihistamines and antipruritics Moisturizers, emollients, and lubricants Agents used in treatment of burns Scabicides and pediculicides Cauterizing and destructive agents Keratolytics Topical anesthetics Dermatitis Psoriasis Acne

WEEKLY MODULE 8 Reading Assignment: CH 23 – Drugs Affecting the Integumentary System – (647 - 686 stop at minoxidil) CH 32 – Dermatological Conditions (957-987 stop at alopecia) Video Board #6 Quiz 4


Opens Mar 17, 1 am Closes Mar 22, 11 pm

Spring Break Mar 11 – Mar 15

Spring Break


Cardiovascular Renal ACE inhibitors Angiotensin II receptor blockers Direct renin inhibitors Calcium channel blockers Cardiac glycosides Antiarrhythmics Nitrates Peripheral vasodilators Antilipidemics Diuretics Angina

WEEKLY MODULE 9 Reading Assignment: CH 16 – Drugs Affecting the Cardiovascular and Renal Systems CH 28 – Chronic Stable Angina and Low-Risk Unstable Angina Video Board #7 Get a jump on next week’s reading

Video Board #7


Cardiovascular Renal Heart Failure Lipids Hypertension

WEEKLY MODULE 10 Reading Assignment: CH 36 – Heart Failure CH 39 – Hyperlipidemia CH 40 – Hypertension Video Board #8 Evidence-Based Clinical Practice

Guidelines due Mar 29 at 11 pm: Hypertension = 1 PDF + new

definition of “hypertension” Heart Failure = 2 PDFs



Week 11:

Mar 31 – Apr 5 Hematology Hematopoietic System Anticoagulants and antiplatelets Hematopoietic growth factors Iron preparations Folic acid Vitamin B12 Anemia

WEEKLY MODULE 11 Reading Assignment: CH 18 – Drugs Affecting the Hematopoietic System CH 27 – Anemia Video Board #9 Quiz 5

Video Board #9

Quiz 5 Opens Apr 7, 1 am Closes Apr 12, 11 pm

Week 12: Apr 7 – Apr 12

Endocrine Endocrine pancreatic hormones (insulin) Oral diabetic agents Thyroid agents Antithyroid agents Diabetes Mellitus Hyperthyroidism Hypothyroidism

WEEKLY MODULE 12 Reading Assignment: CH 21 – Drugs Affecting the Endocrine System (Start reading pg 556 at Endocrine pancreatic hormones (insulin) – pg 609 stop at aromatase inhibitors) CH 33 – Diabetes Mellitus CH 41 – Hyperthyroidism and Hypothyroidism Video Board #10 Evidence-Based Clinical Practice

Guidelines due Apr 12 at 11 pm: Hypothyroidism = 1 PDF Diabetes = 1 PDF Obesity = 1 PDF




Reproductive Androgens and antiandrogens Estrogens and antiestrogens Progesterones and progesterone antagonists Erectile Dysfunction Contraception HRT Osteoporosis STD's Vaginitis

WEEKLY MODULE 13 Reading Assignment: CH 22 – Drugs Affecting the Reproductive System (615- pg 642 stop at other drugs affecting the reproductive system; Read Drugs used for Erectile dysfunction 643-644) CH 31 – Contraception CH 38 - Hormone Replacement and Osteoporosis CH 44 – Sexually transmitted Diseases and Vaginitis Video Board #11 Evidence-Based Clinical Practice

Guidelines due Apr 19 at 11 pm: Polycystic Ovarian Syndrome = 2

PDFs Prostatitis = 1 PDF




Gastrointestinal Eye & Ear Gastrointestinal System Antacids Antidiarrheals Cytoprotective agents Antiemetics Emetics Histamine 2 receptor antagonists Prokinetics Proton pump inhibitors Laxatives GERD PUD Eye & Ear Disorders Ophthalmic anti-infectives Antiglaucoma agents Ocular antiallergic and anti-inflammatory agents Ocular lubricants Ophthalmic vasoconstrictors Otic anti-infectives Otic analgesics Ceruminolytics Otitis Media Otitis Externa

WEEKLY MODULE 14 Reading Assignment: CH 20 – Drugs Affecting the Gastrointestinal System CH 34 - Gastroesophageal Reflux and Peptic Ulcer Disease CH 26 – Drugs Used in Treating Eye and Ear Disorders CH 46 – Upper Respiratory Infections, Otitis Media, and Otitis Externa (Read 1259 otitis media – 1264) Evidence-Based Clinical Practice

Guideline due Apr 26 at 11 pm: Gastroesophageal Reflux Disease =

1 PDF Video Board #12 Quiz 6

Evidence-Based

Clinical Practice Guideline due as listed


Opens April 28 at 1 am Closes May 3 at 11 pm

Week 15: Apr 28 – May 3

Special Populations Pain Women as Patients Men as Patients Pediatric Population Geriatric Population Polypharmacy Health literacy Acute Pain Chronic Pain https://dcri.org/beers-criteria-medication-list/ http://medstopper.com/ https://www.medscape.com/slideshow/deprescribing-6009041?src=WNL_infoc_181205_MSCPEDIT_pcp&uac=155132HV&impID=1821316&faf=1 How to spot a “Dr. Shopper” video: https://www.nodakpharmacy.com/

WEEKLY MODULE 15 Reading Assignment: CH 48 – Women as Patients CH 49 – Men as Patients CH 50 – Pediatric Patients CH 51 – Geriatric Patients CH 52 – Pain Management: Acute and Chronic Pain Video Board #13 Evidence-Based Clinical Practice

Guidelines due May 3 at 11 pm: Opioids = 2 PDFs Quiz 7

Student Self-Evaluation due May

3



Quiz 7

Opens May 6, 1 am Closes May 8 at noon

http://medstopper.com/

https://www.medscape.com/slideshow/deprescribing-6009041?src=WNL_infoc_181205_MSCPEDIT_pcp&uac=155132HV&impID=1821316&faf=1



Finals Week: May 6 – May 10

(Graduation = May 11)

Course Wrap-up

WEEKLY MODULE 16 Course ends May 8 at noon

Video Board Assignments

Week of Semester / Course Topics for Video and when the video is to be posted on the Video Board.

Student(s) assigned Due date for video submission on Grade Center for faculty review (one week before the video is to be posted):

Week 1: Jan 14 – Jan 18 None

Week 2: Jan 20 – Jan 25 None

Week 3: Jan 27 – Feb 1 Michelle Week 2: Jan 20

Week 4: Feb 3 – Feb 8 Maryclare Week 3: Jan 27

Week 5: Feb 10 – Feb 15 Stephanie Week 4: Feb 3

Week 6: Feb 17 – Feb 22 Veda Week 5: Feb 10

Week 7: Feb 24 – Mar 1 Becca Week 6: Feb 17

Week 8: Mar 3 – Mar 8 Mike Week 7: Feb 24

Spring Break Mar 11 – Mar 15

Week 9: Mar 17 – Mar 22 Katie Week 8: Mar 3

Week 10: Mar 24 – Mar 29 Stacie Week 9: Mar 17

Week 11: Mar 31 – Apr 5 Amanda Week 10: Mar 24

Week 12: Apr 7 – Apr 12 Courtney Week 11: Mar 31

Week 13: Apr 14 – Apr 19 Kelsey and Abrah Week 12: Apr 7

Week 14: Apr 21 – Apr 26 Crystal Week 13: Apr 14

Week 15: Apr 28 – May 3 Kristina Week 14: Apr 21

Finals Week: May 6 – May 10 (Graduation = May 11)

None

Pharmacotherapeutics Video DB Forms (4 points), due per the schedule listed above Objective: Upon completion of this exercise, students will learn how to find and use quality video resources with content in pharmacotherapeutics. Directions: Each student will:

1. submit the video form for faculty review (on the Grade Center at blue “Assignments” tab) one week prior to when the video is due to post on the Video DB)

2. create a new thread on the Video DB 3. use an appropriate Subject line 4. paste the completed form into the text box.

One video is required for each Video Board per student; additional videos are optional. Example:

Pharmacotherapeutics Video

Video is from a medical or nurse practitioner program in the UNITED STATES, or similarly appropriate source (such as a medical association or nurse practitioner organization).

Source: American Academy of Nurse Practitioners

Chapter to which the video applies (Chosen from assigned reading list

in schedule since the last Video Board was open.) CH 1 – The Role of the Nurse Practitioner as Prescriber

All assignment work should apply to our future careers in a clinic, not in a hospital setting.

Yes, this NP is in a clinic setting.

Pharmaceutical Topic (Chosen from topic list in schedule, since the last

Video Board was open. Ensure the topic is pharmacotherapeutics rather than something like pathophysiology, cultural variations, drug enforcement, or

various other topics alluded to in the text )

Week 1 and 2 Role of the NP as Prescriber

Ensure the video sound and speaking ability of the presenter is acceptable for students to hear and understand.

Video sound and speaker’s skills are understandable.

The presentation should be void of commercial interference. Ensure the video is current and relevant. The medication recommendations

must align with current Clinical Practice Guidelines.

Hypertension medications covered are current with JNC-8 Guidelines.

Introduction (Introduce your video and describe how it relates to the

current course content.) This video is of a practicing NP while she does her clinical assessment of the patient, develops her differential diagnosis, and utilizes her Evidence-Based Clinical Practice Guidelines to choose her first-line hypertension medications for the patient. She discusses the patient’s specifics that may alter her choice to follow the first-line recommendations. She demonstrates the use of the Electronic Health Record and electronic prescribing for Provider Order Entry of medications. The EHR filters for patient conditions/diagnoses, allergies, and drug-drug interactions are demonstrated.

Time (List the length of the video, in minutes. Choose Primary Videos that are

less than 60 minutes long.) 48 minutes

Video link https:www.aanp.nursepractitionerasprescriber

Pharmacotherapeutics Video

Video is from a medical or nurse practitioner program in the UNITED STATES, or similarly appropriate source (such as a medical association or nurse practitioner organization).

Source:

All assignment work should apply to our future careers in a clinic, not in a hospital setting.

Chapter to which the video applies (Chosen from assigned reading list

in schedule since the last Video Board was open.)

Pharmaceutical Topic (Chosen from topic list in schedule, since the last

Video Board was open. Ensure the topic is pharmacotherapeutics rather than something like pathophysiology, cultural variations, drug enforcement, or

various other topics alluded to in the text )

Ensure the video sound and speaking ability of the presenter is acceptable for students to hear and understand.

The presentation should be void of commercial interference. Ensure the video is current and relevant. The medication recommendations

must align with current Clinical Practice Guidelines.

Introduction (Introduce your video and describe how it relates to the

current course content.)

Time (List the length of the video, in minutes. Choose Primary Videos that are

less than 60 minutes long.)

Video link

Student Self-Evaluation of Student Learning Outcomes, 1 point, due May 3 at 11 pm: Objective: Students will perform a self-evaluation regarding his or her success at meeting the Student Learning Outcomes listed for this course. Directions: Go to the blue ‘Assignments’ tab on the BlackBoard course. Find the submission link for the Student Self-Evaluation of Student Learning Outcomes Assignment. Save the document as “NameSelfEvaluation.docx” Example: “SmithSelfEvaluation.docx” Enter your evaluation directly into your saved Word Document. The evaluation is due May 3 at 11 pm.

STUDENT LEARNING OUTCOMES

Student Learning

Outcome

Assessment(s) or


achievement:

Mapping to MSN

Program Outcomes

Mapping to AACN

Essentials

Mapping to NONPF

Competencies

By completing all course requirements, students

will be able to:

1. Analyze the pharmacokinetics and pharmacodynamics of broad categories of pharmacologic agents.




-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.


2. Integrate knowledge of chemistry, physiology, and pathophysiology to the pharmacotherapeutics of drugs as they impact specific disease processes.



-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.




-1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -8- Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies.

-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Practice Inquiry.2- Generates knowledge from clinical practice to improve practice and patient outcomes.


-V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence-based, culturally relevant clinical prevention interventions and strategies. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.6- Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.





-I.1- Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. -I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. - V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence based, culturally relevant clinical prevention interventions and strategies.


-IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.6- Use epidemiological, social, and environmental data in drawing inferences regarding the health status of patient populations and interventions to promote and preserve health and healthy lifestyles. -IX.9- Apply advanced knowledge of the effects of global environmental, individual and population characteristics to the design, implementation, and evaluation of care.





-I.5- Synthesize evidence for practice to determine appropriate application of interventions across diverse populations. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes. -IX.7- Use knowledge of illness and disease management to provide evidence-based care to populations, perform risk assessments, and design plans or programs of care.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Scientific Foundations.3- Translates research and other forms of knowledge to improve practice processes and outcomes. -Practice Inquiry.2-Generates knowledge from clinical practice to improve practice and patient outcomes. -Health Delivery System.3- Minimizes risk to patients and providers at the individual and systems level.

6. Design patient-centered education for prescribed pharmacologic agents including: the drug's action, potential side effects or adverse reactions including (drug-drug and drug-food), and when the patient/family should seek medical attention.



-4- Integrate best research evidence to improve health outcomes. -9- Practice at the level of a Master’s prepared nurse.

-V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -VIII.1- Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence based,

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Leadership.6- Communicates practice knowledge effectively, both orally and in writing. -Quality.4- Applies skills in peer review to promote a culture of excellence. -Technology and Information Literacy. Translates technical and scientific health information appropriate

culturally relevant clinical prevention interventions and strategies. -VIII.3- Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.

for various users’ needs. 2.a Assesses the patient’s and caregiver’s educational needs to provide effective, personalized health care.




Prescriptive authority activity (if applicable)

-2- Apply organizational and systems leadership skills. -4- Integrate best research evidence to improve health outcomes. -9- Practice at the level of a Master’s prepared nurse.

-IV.5- Apply practice guidelines to improve practice and the care environment. -V.5- Use information and communication technologies, resources, and principles of learning to teach patients and others. -IX.4- Use information and communication technologies to advance patient education, enhance accessibility of care, analyze practice patterns, and improve health care outcomes, including nurse sensitive outcomes.

-Scientific Foundations.1- Critically analyzes data and evidence for improving advanced nursing practice. -Leadership.6- Communicates practice knowledge effectively, both orally and in writing. -Quality.1- Uses best available evidence to continuously improve quality of clinical practice. -Quality.4- Applies skills in peer review to promote a culture of excellence. -Practice Inquiry.6- Analyzes clinical guidelines for individualized application into practice.

Provide supporting statements and evidence regarding your ability to do each of the following Student Learning Outcomes. Please note: this exercise is about the entire Pharmacotherapeutics course. STUDENT LEARNING OUTCOMES

Student Learning

Outcome By completing all course requirements, students

will be able to:

Assessment(s) or


achievement:

Student’s self-rating (on a scale of 1 – 10, 1 = no progress on SLO and 10 = excellent progress on SLO) supporting statements and

evidence:

1. Analyze the pharmacokinetics and pharmacodynamics of broad categories of pharmacologic agents.

Reading Assignments Video Board Evidence-Based Clinical

Practice Guidelines

Self-rating: __/10 Required: Supporting statements and evidence = (please note: this exercise is about the entire Pharmacotherapeutics course): (Please comment on the entire course for each Student Learning Outcome. Failure to do so will result in your document being returned, ungraded.)

2. Integrate knowledge of chemistry, physiology, and


Self-rating: __/10 Required: Supporting statements and evidence =

pathophysiology to the pharmacotherapeutics of drugs as they impact specific disease processes.







Practice Guidelines




Practice Guidelines


6. Design patient-centered education for prescribed pharmacologic agents including: the drug's action, potential side effects or adverse reactions including (drug-drug and drug-food), and when the patient/family should seek medical attention.


Practice Guidelines




Practice Guidelines Prescriptive authority

activity (if applicable)


Please add any comments you think would make this assignment more clear, easier to follow, or more effective for student learning. Thank you!

Clarifying the Syllabus, Assignments, and other Course Requirements Please note that there is an “I have a question” Forum on the Discussion Board. This is an area where students can clarify all details about the syllabus and grading rubrics. There is also a Discussion Board for each assignment. These assignment Discussion Boards are another means to clarify the directions and expectations for each assignment. Students can also email me at [email protected] / phone 701-261-4795. I encourage students to ask questions and will share these questions and answers on the Discussion Board.

Date post:	05-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

ANGELO STATE UNIVERSITY MASTER of SCIENCE in NURSING · MSN PROGRAM OUTCOMES Upon program...

Documents